Calendar:
The following is our current plan. Plans change, of course, but this will be in effect unless you’re told otherwise. Updates will be made here as necessary:
Tuesday
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Thursday
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August 25
Introductions.
Discuss: What is “science” and what
is “learning”?
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27
Lab: Blowing of bubbles and
stirrings of hot chocolate
Assign: Scudder,
Collins, Lee et al.; response paper
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Sept. 1
Lab: Fluid mass and volume.
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3
Debrief fluids lab
Lab: Copters data collection and data analysis
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8
Lab [continued]: Copters data collection and data analysis
Assign: Popper, Kuhn, Lightman;
response paper
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10
Introduce science
research projects (Cross Section). Form research groups and standards.
Discuss: “Scientific method” and the
question of umbrellaology.
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17
Meeting of the AACD: Cross Section proposals returned
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17
Cross Section proposals DUE
Debrief: Data analysis
Discuss: Demarcation, utility, and
knowledge of science
Assign: Settlage & Southerland, McComas; response paper
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22
Workday: Research projects
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24
Discuss: Fact, Law,
Theory, and Myths of science. Define/refine meanings of science, and
perspectives from psychology
Assign: Johnston
& Southerland; response paper
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29
Discuss: Data -- observation and inference ;poetry as data
Lab: Measuring a molecule
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1
Lab: Pseudoscience
Assign: Park; Smith & Scharmann; Pseudoscience analysis
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6
Debrief/Report: Pseudoscience
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8
Discuss: Science and religion and the nature of knowing(s)
Assign: Response paper |
13
Lab: Teaching philosophy inventory
Assign: Reynolds et al.; response paper
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15
Discuss: A brief history of science
education and an
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20
Discuss: Private
Universe(s)
Assign: Misconception interviews
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22
Cross Section drafts DUE Lab: Misconceiving the Moon and other phenomena -- activity and
interviews
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27
Discuss: What does it mean to learn? A brief overview of learning theory(ies)
through the ages.
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29
Report: Misconception interviews
Assign: Driver et al., Strike & Posner; response paper
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Nov. 3
Discuss: Misconceptions, constructivism and conceptual change
theory; Theoretical frameworks, ontological
categories, and phenomenological primitives!
Assign: Misconception research
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5
Discuss: Misconceptions and teaching the Nature of Science
Assign: Windschitl, Settlage, Johnston; response paper
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10
Discuss: Other views of learning: Identity, extrarational
considerations
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12
Discuss: The ideal of inquiry: What, How, and Why?
Assign: Ladson-Billings; response paper
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17
Discuss: What are YOUR misconceptions? What makes a good
instrument?
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19
Lab: The perfect curriculum:
Goals, objectives, assessments, and ideals
Assign: Carlone;
response paper
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24
Discuss: Diverse learners in the science classroom
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26
HOLIDAY
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Dec. 1
Discuss: Identity and learning
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3
Lab: The Utah State Core Curriculum:
Standards and Objectives and Indicators, oh my!
Final debriefing and loose ends
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Thursday,
Dec.10; 10:30a
Misconception Research Symposium
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